| description abstract | The plastics engineering program at the University of Massachusetts Lowell has taught mold design and engineering to undergraduate students for over 60 years. In 2020, the unexpected arrival of the COVID-19 pandemic in March forced the instructors to revisit the class program and objectives. Similar to other academic courses, the class became virtual. This meant redesigning an intensive hands-on manufacturing class into one that could be taught and taken from our home offices while maintaining academic rigor and continuing to meet critical student learning objectives. The timing of the pandemic meant that students, who were completing tooling split designs and starting computer numerical control programming, could not move forward with machining, assembly, and molding. Instead, their projects became virtual learning experiences. This paper provides the analysis and discussion of how new ideas in teaching were implemented to virtually introduce engineering students to the world of plastic manufacturing. The students' work was carried out on plastic part designs of their choice, some of which included thin walls (<2 mm) and microscale features (∼800 μm) typical of a micro-injection molding process. | |
